COMMON IDENTIFICATION PRACTICES: STRENGTHS & WEAKNESSES

 

Objectives

1. Identify some common identification concepts.
2. Become comfortable with a wide range of identification-related terms.
3. Understand the strengths and weaknesses of common gifted and talented identification practices.

 

Learning Tasks

1. Watch Goal 1 Module 2 Part I Video
2. Complete Goal 1 Module 2 Application Activity #1 (recommended)
3. Watch Goal 1 Module 2 Part II Video
4. Complete Goal 1 Module 2 Application Activity #2 (recommended)
5. Watch Goal 1 Module 2 Part III Video
6. Complete Goal 1 Module 2 Application Activity #3 (recommended)
7. Read Goal 1 Module 2 Additional Resources (recommended)
8. Complete Goal 1 Knowledge Checkpoint Quiz

 

 

GOAL 1 MODULE 2 PART I

Watch the following video over Goal 1 Module 2 (Part I) over common datapoints used in gifted identification.

 

 

Goal 1 Module 2 Application Activity #1

Take a look at your identification procedures:

1. Do you have any universal consideration pathways?
2. Do you have any two-phase identification pathways?
   1. If so, what determines who moves on to phase two?
   2. Are there places where you rely on referrals or nominations?
   3. Thinking critically, are there students who might do well on phase two who will never get passed phase one?

 

 

GOAL 1 MODULE 2 PART II

Watch the following video for Goal 1 Module 2 (Part II) over norming.

 

 

Goal 1 Module 2 Application Activity #2

Google around for your state's definition of giftedness or rules regarding identification.

• Is the type of norm that you can use specified?
• Is a national or local norm mandated?
• Even if it is, could a service be offered "outside" of the state's definition to better serve the needs of diverse learners?

 

 

GOAL 1 MODULE 2 PART III

Watch the following video over Goal 1 Module 2 (Part III) over combining multiple measures.

 

 

Goal 1 Module 2 Application Activity #3

• Choose/find a district other than your own
• Look up their gifted and talented identification process
• See if you can identify practices from this module they use:
  • Universal consideration
  • Universal screening
  • Combination rules (AND, OR, MEAN)
  • Local Norms (district, school)
  • Group specific norms
  • Appeals
  • Nominations, referrals
  • Inclusion of outside testing or artifacts
  • When does identification happen? Certain grades? Following a request or referral?
• Keep this handy. It will be useful to refer back to when completing Goal 2 Modules where we talk about evaluating identification criteria by cost, alignment, sensitivity, and access.

Goal 1 Module 2 Resources: Common Datapoints Used & Their Strengths & Weaknesses

Carman, C. A., Walther, C. A. P., & Bartsch, R. A. (2020). Differences in using the Cognitive Abilities Test (CogAT) 7 Nonverbal Battery Versus the Naglieri Nonverbal Ability Test (NNAT) 2 to identify the gifted/talented. Gifted Child Quarterly, 64(3), 171–191. https://doi.org/10.1177/0016986220921164

Lee, L. E., Ottwein, J. K., & Peters, S. J. (in press). Eight universal truths of identifying students for advanced academic interventions. In J. H. Robins & J. L. Jolly (Eds.), Methods and materials for teaching the gifted. Prufrock Press.

Lohman, D. F. (2006). Identifying academically talented minority students. Draft of a monograph prepared for the National Research Center on the Gifted and Talented.

Lohman, D. F. (2009). Identifying academically talented students: Some general principles, two specific procedures. In L. Shavinina (Ed.) Handbook of giftedness (pp. 971-998). Elsevier.

Erwin, J. O., & Worrell, F. C. (2012). Assessment practices and the underrepresentation of minority students in gifted and talented education. Journal of Psychoeducational Assessment, 30(1), 74–87. https://doi.org/10.1177/0734282911428197

National Center for Research on Gifted Education. (n.d.). Data Collected by NCRGE in Phase 1. https://ncrge.media.uconn.edu/wp-content/uploads/sites/982/2018/03/Siegle-NCRGE-Presentation.pdf

Rinn, A. N., Mun, R. U., & Hodges, J. (2020, July). 2018-2019 State of the states in gifted education. National Association for Gifted Children and the Council of State Directors of Programs for the Gifted. https://cdn.ymaws.com/nagc.org/resource/resmgr/2020-21_state_of_the_states_.pdf https://nagc.org/page/state-of-the-states-report

 

Sample Dataset. This excel file shows how to combine scores from CogAT and ITBS to better identify academically gifted students using procedures described in the monograph. Each student’s standing relative to all other students in the nation, the local school or school district, and any subgroup (such as ELL status) can also be determined.

 

NEXT STEPS

After completing all learning tasks for this module, you are required to complete the Goal 1 Knowledge Check.

 

Goal 1 Knowledge Check Quiz

The Goal 1 Knowledge Check covers information from both Module 1 & 2. You must complete the knowledge check in order to qualify for payment incentives.

After completing all modules for Goal 1, you will proceed to Goal 2: CASA Criteria.